In 2013-14 all Danish public schools were made subject of the largest reform in recent years, by governmental decision. The goals of this reform had been formulated by elected officials, in collaboration with the Danish Ministry of Education. The official aim was to 'make children as good as the can possibly be' and to raise children’s test-scores, support the ongoing efforts of inclusion of children with learning disabilities and more. Officials and politicians had formulated a number of strategies in order to reach this aim. One of these was to include a new group of professionals in the classrooms; the pedagogues. Denmark, like other Scandinavian countries, has a long tradition of educating pedagogues who work with children in leisure-institutions (SFO), youth-centers, etc. These pedagogues were being included in the framework of public schools in a completely new way, by moving a large part of their work life to classrooms, in order to support the work of teachers. With the implementation of the new reform, the vast majority of these pedagogues would be taking on new school-oriented functions in collaboration with their new partners; the teachers. In this thesis, I will explore how pedagogues experience their new functions as professionals in schools, and which opportunities and challenges they face, in relation to their inter-professional collaboration with teachers. Emphasis is on the perspectives of the pedagogues, their professional identities and professionalism. This will be done primarily through the collection of qualitative interviews with two pedagogues, two teachers and a head-master, as well as through classroom-observations. One main theoretical inspiration comes from a critical psychological perspective that takes on the standpoint of the subject. I have found that the division of responsibility between the two actors by law, falls in favor of the teacher. As a result, the pedagogues are often times reduced to acting as the teacher’s assistant in praxis, and the inter-professional collaboration sometimes resembles an employer/employee-relationship. But pedagogues have a different professionalism and a different set of skills that potentially holds key alternative opportunities of working with children’s social skills, relations and more in a school-based context, thereby supporting both the learning, inclusion and wellbeing of children. In order to harvest this potential and further develop the collaboration with teachers, more team-meetings are highly needed, since they act as a key platform for sharing important knowledge about children’s social and personal life, insights about the expertise of both teachers and pedagogues, and much more. I have found that both schools fail to prioritize such meetings. As a result, pedagogues don’t have the necessary insights into the teachers planning, which tend to make them passive observers in the classroom, rather than harvesting the actual potential of their skills and knowledge.
|Uddannelser||Psykologi, (Bachelor/kandidatuddannelse) Kandidat|
|Udgivelsesdato||28 jan. 2016|
|Vejledere||Tilde Mardahl-Hansen & Stine Helms|
- Tværfagligt samarbejde
- Pædagoger i skolen
- Pædagogers funktion i skolen
- Tværprofessionelt samarbejde